Friedrich Wilhelm Joseph Von Schelling (1775-1854) was a colleague of Hegel, Holderlin, Fichte, Goethe, Schlegel, and Schiller. Always a champion of Romanticism, Schelling advocated a philosophy which emphasized intuition over reason, which maintained aesthetics and the creative imagination to be of the highest value. At the same time, Schelling's concerns for the self and the rational make him a major precursor to existentialism and phenomenology. Schelling has exercised a subterranean influence on modern thought. His diverse writings have not given rise (...) to a system or school of thought; rather, individual philosophers have been influenced by the resonance of his ideas and their influence on contemporary ideas and movements. The New Schelling brings together a wide-ranging set of essays which elaborate the connections between Schelling and other thinkers - such as Marx, Nietzsche, Freud, Sartre, Deleuze, and Lacan - and argue for the unexpected modernity of Schelling's work. (shrink)

‘Romanticism’ is one of the more hotly contested terms in the history of ideas. There is a singular lack of consensus as to its meaning, unity, and historical extension, and many attempts to fix the category of romanticism very quickly become blurry. As a result, the great historian of ideas, Arthur Lovejoy, famously concludes that: ‘the word ‘romantic’ has come to mean so many things that, by itself, it means nothing. It has ceased to perform the function of a verbal (...) sign’ But his pessimistic advice has not stopped scholars from trying to define romanticism. If anything, it has brought renewed vigour to the determination with which critics try to pinpoint the term. There are several approaches to take, for those who attempt to do so. One class of critics tries to enumerate the features shared by the authors and texts generally considered romantic. An alternative approach would try to identify the fundamental unity that informs romanticism and gives rise to the empirical commonalities. But what would this essential feature be? Both of these approaches take an external perspective on romanticism, seeing it as the object of inquiry. An alternative approach, which we will pursue, looks at romantic subjects, and romanticism as a self-constituting category, rather than merely as an externally imposed one. In other words, we will take as basic neither an (empirical) array of candidate properties constituting romanticism, nor a supposed underlying (rationalist) essence from which properties can be derived, but rather we will focus on how the romantics themselves took up the idea of romanticism and transformed it into a self-conscious movement. We will treat the question of romanticism with respect to England, but above all Germany. Although romantic movements arose and flourished elsewhere in Europe (and in France in particular), German and English romanticism were uniquely theoretically sophisticated and philosophically nuanced. (shrink)

Marx's Rebellion Against Lenin is a representative of the contemporary revitalization of the thought of Marx. It fulfils this task in three ways. First, it overthrows the dialectical materialism of Engels and of Stalinist Bolshevism by exploring 18th century historical thought and illustrating how these Enlightenment historians and political theorists first explored method of historical explanation that were later adopted by Marx. It is shown that contrary to the theory of Stalinist Bolshevism, Hegel was a vital influence on Marx. Second, (...) Levine's book represents Marx as an exponent of Classical Humanism. Marx did not define communism as a form of materialism, as economic egalitarianism, but rather related communism to the Classical ethics of Aristotle, to the Aristotelian ideas of polis citizenship and the ethics of distributive justice. Third, it is argued that the 17th and 18th Century Enlightenment was not simply a liberal center extolling property, individual rights and capitalism. Instead it is shown that the 17th and 18th century Enlightenment was divided between an Enlightenment Center and an Enlightenment Left, with the Enlightenment Left challenging the domination of capitalism and private property. Marx's Rebellion Against Lenin traces the flow of the theories of the Enlightenment Left into Marx and in doing so liberates Marxist thought from its imprisonment in 19th century materialism and relocates it within the traditions of Classical Humanism. (shrink)

Arguments are examined, reexamined, challenged, and honed in this lively dialogue on relativism and objectivity. Topics considered include whether truth and goodness are matters determined by individual opinion; whether they are defined by cultures; whether a non-dogmatic form of relativism is viable; whether the objectivity of science escapes relativism; and pragmatism as an alternative to relativism. Designed to present beginning students with an introduction to the main arguments concerning relativism, this provocative dialogue also serves as a model for thinking clearly (...) about philosophical issues. (shrink)

Recently some philosophers have proposed that the later philosophy of Wittgenstein tends towards idealism, or even solipsism. The solipsism is said to be of a peculiar kind. It is characterized as a ‘collective’ or ‘aggregative’ solipsism. The solipsism or idealism is also said to be ‘transcendental’. In the first part of this paper I will be examining a recent essay by Professor Bernard Williams, in which he presents what he takes to be the grounds for such an interpretation of Wittgenstein. (...) After that I will try to offer convincing evidence that no tendency towards any form of idealism is to be found in Wittgenstein's later philosophy. (shrink)

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were (...) collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies. (shrink)

A review of the strategic management, policy, information management, and the marketing literature reveals that many large and medium sized companies now collect and use business intelligence. The number of firms engaging in these activities is increasing rapidly.While the whys and hows of this practice have been discussed in the academic and professional literature, the ethics of intelligence gathering have not been adequately discussed in a public forum. This paper is intended to generate discussion by advancing criteria which could be (...) used as the basis for judging actions of those involved in business intelligence and for creating reasonable policies in this sensitive area of practice. (shrink)

A professor of mathematics offers an analysis of the roles science plays within American society, providing suggestions for a more effective interchange between scientists and key United States institutions.

A study of the tradition of ethical socialism, its successes, its failures, and its relevance to contemporary Britain. It focuses on a group of writers who, although separated by time, all promoted this brand of socialism. It chronicles their thoughts and theories, and examines their intentions.

This brief and engaging introductory text treats philosophy as a dramatic and continuous story--a conversation about humankind's deepest and most persistent concerns, in which students are encouraged to participate. Tracing the exchange of ideas between history's key philosophers, Philosophical Conversations: A Concise Historical Introduction demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. The book addresses the fundamental questions of human life: Who are we? What can we know? How should we (...) live? and What sort of reality do we inhabit? Throughout, author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable with his lucid explanations. Extensive cross-references highlight the organizing themes and show students how philosophers have responded to each other's arguments. A more concise edition of Norman Melchert's The Great Conversation: A Historical Introduction to Philosophy, Fifth Edition, Philosophical Conversations is designed to be especially accessible and visually attractive to first- and second-year college students in introduction to philosophy courses. Enhanced by numerous pedagogical features, it offers: * Shorter and/or simplified presentations of much of the material * A second color that enlivens the text and makes it more visually interesting * An expanded art program featuring more than 100 photographs, illustrations, and cartoons * Classic art at the opening of each chapter * Numerous brief quotations from poets, politicians, and thinkers that underscore philosophical points and stimulate thought * Explanatory footnotes and basic study questions throughout * "Questions for Further Thought" at the end of each chapter * Key terms, boldfaced at their first appearance and collected at the end of each chapter and in a detailed glossary at the back of the book * "Sketches"--which provide glimpses of the ideas of various philosophers not already discussed in detail in the narrative--and "Profiles," which offer more in-depth looks at several thinkers, philosophical schools, and movements including Taoism, Zen, Jean-Paul Sartre, and Iris Murdoch * An Instructor's Manual and Test Bank on CD that highlights essential points and offers numerous exam questions. (shrink)

Now in its sixth edition, this historically organized introductory text treats philosophy as a dramatic and continuous story--a conversation about humankind's deepest and most persistent concerns. Tracing the exchange of ideas among history's key philosophers, The Great Conversation: A Historical Introduction to Philosophy, Sixth Edition, demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. The book addresses the fundamental questions of human life: Who are we? What can we know? How should (...) we live? and What sort of reality do we inhabit? The sixth edition retains the distinctive feature of previous editions: author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable to students with his lucid and engaging explanations. Ranging from the Pre-Socratics to Derrida, Quine, and Dennett, the selections are organized historically and include four complete works: Plato's Euthyphro, Apology, and Crito, and Descartes' Meditations on First Philosophy. The author's commentary offers a rich intellectual and cultural context for the philosophical ideas conveyed in the excerpts. Extensive cross-referencing shows students how philosophers respond appreciatively or critically to the thoughts of other philosophers. The text is enhanced by two types of exercises--"Basic Questions" and "For Further Thought"--and fifty illustrations. NEW TO THE SIXTH EDITION: * Coverage of Taoism, Iris Murdoch, and Zen * An expanded portrait of Jean-Paul Sartre * A more concise, single-chapter treatment of Wittgenstein (Chapter 22) * Key terms, boldfaced throughout and listed at chapter ends * Brief and provocative quotations that stimulate thought and provoke questions * A new section on how to read philosophy * A new appendix: Writing a Philosophy Paper * A two-color format that enhances the text's visual appeal * A Companion Website at www.oup.com/us/melchert featuring resources for students including key points, flashcards, multiple-choice questions, and Internet resources * A revised Instructor's Manual and Test Bank (available on the companion website and on CD) containing key points, teaching suggestions, and multiple-choice, short-answer, and essay exam questions The Great Conversation, Sixth Edition, is also available in two paperback volumes to suit your course needs. Volume I: Pre-Socratics through Descartes includes chapters 1-13 of the combined volume, while Volume II: Descartes through Derrida and Quine includes chapters 12-25. (shrink)

Ideal for courses in modern philosophy or modern and contemporary philosophy, The Great Conversation: A Historical Introduction to Philosophy, Volume II: Descartes through Derrida and Quine covers the same material as the second half (chapters 12-25) of author Norman Melchert's longer volume, The Great Conversation. Tracing the exchange of ideas among history's key philosophers, the book demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. It addresses the fundamental questions of (...) human life: Who are we? What can we know? How should we live? and What sort of reality do we inhabit? -/- The sixth edition retains the distinctive feature of previous editions: author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable to students with his lucid and engaging explanations. Ranging from Descartes to Derrida and Quine, the selections are organized historically and include a translation of Descartes' Meditations on First Philosophy (the complete work). The author's commentary offers a rich intellectual and cultural context for the philosophical ideas conveyed in the excerpts. Extensive cross-referencing shows students how philosophers respond appreciatively or critically to the thoughts of other philosophers. The text is enhanced by two types of exercises--"Basic Questions" and "For Further Thought"--and forty illustrations. -/- NEW TO THE SIXTH EDITION: -/- * Coverage of Iris Murdoch and Zen, and an expanded portrait of Jean-Paul Sartre * A more concise, single-chapter (22) treatment of Wittgenstein * Key terms, boldfaced throughout and listed at chapter ends * Brief and provocative quotations that stimulate thought and provoke questions * A new section on how to read philosophy * A new appendix: Writing a Philosophy Paper * A Companion Website at www.oup.com/us/melchert featuring resources for students including key points, flashcards, multiple-choice questions, and Internet resources * A revised Instructor's Manual and Test Bank containing key points, teaching suggestions, and multiple-choice, short-answer, and essay exam questions (available on the companion website and on CD) -/- Also available to suit your course needs: The Great Conversation: A Historical Introduction to Philosophy, Sixth Edition (combined volume covering the Pre-Socratics through Derrida, Quine, and Dennett) and The Great Conversation: Volume I: Pre-Socratics through Descartes (includes chapters 1-13 of the combined volume). (shrink)

Ideal for courses in ancient philosophy or ancient and medieval philosophy, The Great Conversation: A Historical Introduction to Philosophy, Volume I: Pre-Socratics through Descartes covers the same material as the first half (chapters 1-13) of author Norman Melchert's longer volume, The Great Conversation. Tracing the exchange of ideas among history's key philosophers, the book demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. The sixth edition features coverage of Taoism; key (...) terms, boldfaced throughout and listed at chapter ends; brief and provocative quotations that stimulate thought and provoke questions; a new section on how to read philosophy; and a new appendix--Writing a Philosophy Paper. (shrink)

The moral principle of giving greater priority to benefiting people, the less well off they are, has been thought by some to share the plausibility of egalitarianism whilst avoiding the less plausible implications of the latter. This paper argues that the 'priority' principle does have an authentic place in our moral thinking, and that it is distinct from the idea of ‘equality’, but that the latter also has an indispensible role to play. The idea of ‘priority’has its place as the (...) expression of the moral standpoint of benevolent and sympathetic concern. ‘Equality’, in contrast, functions as a conception of social justice, from which it cannot be displaced by the idea of ‘priority’. (shrink)

Personal reflections on the author's life, religion, and the current state of the world.

In his book on Liberalism against Populism , William Riker argued that Lincoln's success in the 1860 election was the culmination of a long progression of strategic attempts by the Whig coalition of commercial interests to defeat the `Jeffersonian-Jacksonian' Democratic coalition of agrarian populism. Riker adduced Lincoln's success to his `heresthetic' maneuver to force his competitor, Douglas, in the 1858 Illinois Senate race, to appear anti-slavery, thus splitting the Democratic Party in 1860. Riker also suggested that electoral preferences in 1860 (...) exhibited an underlying `chaotic' preference cycle. However, these accounts do not explain why the slavery question became paramount in 1858-60. I suggest here that US politics, from 1800 to 1858, can be interpreted in terms of a single land-capital axis that sustained the pre-eminence of an agrarian coalition, first created by Jefferson, of both slave interests and free labor. Lincoln's strategy in 1858-60 was to persuade free labor in the northern and western states that they were threatened by the consequences of the Dred Scott decision by the Supreme Court in 1857. Lincoln argued that although the decision applied to the territories, it was indicative of the intention of the South to extend slavery to the free states. Lincoln's speeches in 1858-60 made this threat credible to the North, and initiated a belief cascade among the electorate. For southern voters, the North consequently appeared to be a `tyrannical' majority, whose creation violated the constitutional logic of Union, and legitimated secession. I argue that this second `civil rights dimension, created in the election of 1860, is necessary for understanding critical elections that have occurred at irregular intervals in US political history. Key Words: constitutional transformation • belief cascade • contingency. (shrink)